Learning Mathematics with Interactive Technology in Kenya Grade-one Classes

While countries in sub-Saharan Africa have made significant progress towards achieving universal school enrolment, millions of students lack basic numeracy skills. This paper reports the results of a pilot study that aimed at using the Emergent Literacy in Mathematics (ELM) software to teach mathematics in early primary grades in Kenya. Designed as a pre- and post-test non-equivalent group research, the study unfolded in 14 grade-one classes from 7 primary public schools. After having learned with ELM for about two terms, the experimental students (N = 283) considerably outperformed their peers (N = 171) exposed to traditional instruction with the effect sizes of +0.37 on the overall skills measured by a standardised test of mathematics. The impact of ELM activities was the greatest on students’ ability to take language and concepts of mathematics and apply appropriate operations and computation to solve word problems. On this set of skills, the magnitude of difference between the experimental and control groups was +0.77. This study also revealed some positive shifts in the teachers’ perceptions about their practice. The teachers who adopted ELM in their practice reported having gained more confidence in mathematics and comfort in teaching mathematics with computers

Self-regulated learning in Kenyan classrooms : a test of a process e-portfolio

Defined as “self-generated thoughts, feelings and actions that are planned and cyclically adapted to the attainment of personal goals,” self-regulated learning (SRL) addresses both meta-cognitive and motivational aspects of learning that unfold through the cyclical phases of forethought, performance, and self-reflection. The report provides details of the study design, activities and outcomes of the project. After learning with the e-portfolio, the students’ achievement and perceptions of their self-regulation skills improved when compared to peers who hardly used the electronic portfolio tool or did not use it at all.Social Sciences and Humanities Research Council (SSHRC

2019 Kirindon literacy study : using ABRACADABRA and READS

Two grade-one English teachers and their students from two World Vision schools in Kirindon (a remote region of Narok County, Kenya) participated in this study; one teacher used ABRA-READS as part of her English Language instruction (40 students) and one control teacher (40 students) did not use the tools. Analysis of findings show that after exposure to the ABRA and READS instruction, the students improved their scores at a higher rate than their peers from the control class. ABRA/READS students showed significantly larger improvements in Vocabulary, Reading Comprehension, and Total Grade. The software helped learners become active learners and to reason faster

Factors Affecting the Effectiveness of Street Families’ Rehabilitation Programs in Nairobi City County Kenya

Introduction: Street family rehabilitation is a major problem in Nairobi County as the numbers keep rising despite rehabilitation efforts. The current study was to assess the factors affecting the effectiveness of street families’ rehabilitation programs in Nairobi City County Kenya. Attachment theory was employed in the study. Methodology: The concurrent triangulation study design was employed. A sample of 135 respondents was selected through simple random sampling and data collected through questionnaires. Descriptive statistics was used to analyse data and presented in tables. Findings: The study revealed that poverty (28.2%) was the greatest demographic factor affecting the effectiveness of street family rehabilitation programs. Results also revealed that the main resource available for rehabilitating street families the County is personnel (36.4%) and funding (13.6%) were the main needed resource for rehabilitation and that resource availability (52.7%) negatively affected street family rehabilitation. Finally, financial mobilization at (37.3%) by rehabilitation personnel was the main technical expertise need for effective street family rehabilitation which further affects the effectiveness of street family rehabilitation programs in Nairobi City County. The study therefore concludes that demographic factors, resource availability as well as technical expertise negatively affect the effectiveness of street families’ rehabilitation programs in Nairobi City County Kenya

Self-Regulated Learning in Kenyan Classrooms: A Test of ePEARL, a Process e-Portfolio1

To align with Kenya 2030 Vision of education for self-reliance, there is a growing need for classroom instruction that develops students’ capacity to be in control of their learning. This paper reports a two-year study that tested feasibility of implementing ePEARL, an e-portfolio, in the context of Kenyan public schools. By design, the digital portfolio supports the key learning processes though the phases of self-regulated learning -- forethought, performance, and self-reflection. In this study, students (N=137) from four secondary classrooms used the tool as part of classroom instruction to complete their project assignments. Repeated measures analyses revealed that, over-time, students who demonstrated fuller use of ePEARL made significantly higher gains and reported higher level of selfregulated strategies compared to their classmates who hardly used the tool. The results suggest that in order to yield important benefits, the tool should be meaningfully integrated into classroom instruction

Assessing blended and online-only delivery formats for teacher professional development in Kenya

AbstractThe present study compared the learning and experiences of Kenyan teachers randomly assigned to either an online or a blended 12-week intensive teacher professional development program (TPD). The TPD addressed the fundamentals of early literacy development as well as how to use early literacy software to support students learning. TPD outcomes were assessed through surveys, course performance and discussion elements. Teachers demonstrated pre- to post-test gains in domain knowledge, lesson plan construction and comfort teaching early literacy skills. Few differences were observed between the online versus blended formats. However, teachers endorsed a blended instructional format over online-only or in-person formats. Challenges regarding resources and infrastructure were identified as barriers to technology integration within the classroom. Some cultural challenges were identified as potential barriers for young learners using software developed in Western countries. Overall, both online and blended formats appear to be effective TPD delivery systems for Kenyan teachers, however, findings highlighted challenges that need to be addressed to optimize learning when using technology. Future research recommendations include broadening the teacher sample to assess potential differences due to regionalism, associated differences in access to resources, and further examination of teaching experience on learning in the two types of online formats